Date of Award/Publication

2007

Document Type

Thesis

Degree Name

MS in Mathematics, Science, and Technology Education

Abstract

A common problem found among classrooms is the lack of effective direct vocabulary instruction. A strong correlation has been found between a student's knowledge of vocabulary and their academic achievement. Content area vocabulary, particularly mathematics vocabulary, has been found to be some of the most difficult concepts for children to master. Direct vocabulary instruction has been studied, and six common characteristics have been found to be effective when implemented in the classroom. These six characteristics were implemented in a 5th grade classroom during a preexisting math unit on geometry. Student engagement and comprehension increased throughout this unit. As a result, student success rates nearly doubled when compared to a unit in mathematics taught without direct vocabulary instruction.

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